A Bioecological Systems View of School Experiences of High-Ability Students from Rural India

Autor/in	Chowkase, Aakash A.
Titel	A Bioecological Systems View of School Experiences of High-Ability Students from Rural India
Quelle	In: Gifted Child Quarterly, 66 (2022) 1, S.41-61 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chowkase, Aakash A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-9041
DOI	10.1177/00169862211030311
Schlagwörter	Foreign Countries; Rural Schools; Academically Gifted; Secondary School Students; Teacher Student Relationship; Family School Relationship; Teaching Methods; Course Content; Barriers; Family Role; Student School Relationship; Self Concept; Academic Achievement; Talent Identification; Talent Development; Occupational Aspiration; Curriculum; Gifted Education; Cultural Influences; India + Suchen Sie Ihr Suchwort? Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Sekundarschüler; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Kursprogramm; Schüler-Lehrer-Beziehung; Selbstkonzept; Schulleistung; Begabtenanalyse; Talentsuche; Begabtenförderung; Talentförderung; Berufsneigung; Berufsziel; Curricula; Lehrplan; Rahmenplan; Cultural influence; Kultureinfluss; Indien
Abstract	Using Bronfenbrenner's bioecological systems theory, this study investigated the school experiences of nine high-ability students from three secondary schools in rural Western India. Analyses of semistructured interviews revealed several interconnected systems of influences on the school experiences of participants. Intrapersonal aspects such as positive academic self-perceptions, constant pursuit for academic excellence, and mixed feelings about being formally identified as gifted directly affected school experiences. In the participants' immediate environment, school aspects such as teacher-student relationships, teaching methods, and curricular content had the most prominent influence on their school experiences. Interactions between family and the school systems had direct and mixed influences on participants' school experiences. Besides the adversities of rural education, participants emphasized the unique strengths of rural settings in India including the role of extended families, strong rural attachment, and positive relationships with school, teachers, and community that positively contributed to their school experiences. Implications for rural gifted education in India are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11